Windschitl, M., Thompson, J., & Braaten, M. (2008, September). How Novice Science Teachers Appropriate Epistemic Discourses Around Model-Based Inquiry for Use in Classrooms. Cognition & Instruction, 26(3), 310-378. Retrieved November 03, 2008
How Novice Science Teachers Appropriate Epistemic Discourses Around
Model-Based Inquiry for Use in Classrooms
This article discusses how being a science learner is not about learning a huge amount of facts, but it is also about learning the skills to apply that knowledge. The author mentions a few skills that students should learn such as organization, the language of science and the ability to use the methods of science inquiry. The article continues to discuss how novice science teachers have not had direct apprenticeship of this teaching model because they are so used to college science classes where the simply learn a massive amount of information. The article is based on a set of principles called heuristics for progressive disciplinary discourse (HPDD) meant to foster learners’ participation in the material and nature of studying science. The author then continues to discuss how teachers should use models in science teaching and how the science language should be taught in the same sequence as in learning a foreign language.
This article did not bring up any novel ideas that we had not been discussing in our class, however it did a good job at describing the change that needs to happen for science learners and teachers. I like how it discussed the shift that needs to be made from “proving” hypotheses to researching developing and making changes to hypotheses. I also thought that the discussion on science models was interesting. The author discussed how scientific models can represent ideas and inspire questions rather than just being a visual representation of what is in the notes. I do think that using models helps students to get a better grasp on the information, and allows then another way to express their ideas, or present their questions. The author also discussed the use of scientific models as a testing object. The hopes of this would be to have students relate their ideas to actual objects, and be able to generate stored information through the process of physically interacting with the scientific model. I agree with this idea and I would like to incorporate it into my teaching. http://0-www.informaworld.com.helin.uri.edu/smpp/content~content=a794800887~db=all
How Novice Science Teachers Appropriate Epistemic Discourses Around
Model-Based Inquiry for Use in Classrooms
This article discusses how being a science learner is not about learning a huge amount of facts, but it is also about learning the skills to apply that knowledge. The author mentions a few skills that students should learn such as organization, the language of science and the ability to use the methods of science inquiry. The article continues to discuss how novice science teachers have not had direct apprenticeship of this teaching model because they are so used to college science classes where the simply learn a massive amount of information. The article is based on a set of principles called heuristics for progressive disciplinary discourse (HPDD) meant to foster learners’ participation in the material and nature of studying science. The author then continues to discuss how teachers should use models in science teaching and how the science language should be taught in the same sequence as in learning a foreign language.
This article did not bring up any novel ideas that we had not been discussing in our class, however it did a good job at describing the change that needs to happen for science learners and teachers. I like how it discussed the shift that needs to be made from “proving” hypotheses to researching developing and making changes to hypotheses. I also thought that the discussion on science models was interesting. The author discussed how scientific models can represent ideas and inspire questions rather than just being a visual representation of what is in the notes. I do think that using models helps students to get a better grasp on the information, and allows then another way to express their ideas, or present their questions. The author also discussed the use of scientific models as a testing object. The hopes of this would be to have students relate their ideas to actual objects, and be able to generate stored information through the process of physically interacting with the scientific model. I agree with this idea and I would like to incorporate it into my teaching.
http://0-www.informaworld.com.helin.uri.edu/smpp/content~content=a794800887~db=all
Review by: Haley W